Early topics:
Two of the most important characteristics of good design are discoverability and understanding
"We must design our machines on the assumption that people will make errors."
Affordance vs Signifiers:
Mapping: When the mapping uses spatial correspondence between the layout of the controls and the devices being controlled, it is easy to determine how to use them
Feedback
Conceptual Models
Definition: The system image is what can be derived from the physical structure that has been built (including documentation).
Goals:
Psychological Variables Differ From Physical Variables: In many situations, the variables easily controlled are not those that the user cares about.
MacKenzie, I.S. (2013). Chapter 4: Scientific Foundations. Human-Computer Interaction: An Empirical Research Perspective. (pp. 121-152). Waltham, MA: Elsevier.
3 definitions:
Additional characteristics of research:
Research versus engineering versus design
Definitions:
How are observations made:
Measurement scales:
What: Conduct experimental research to answer (and raise) questions about a new or existing user interface or interaction technique.
Difficulty: People exhibit variable behavior, which affects confidence in our findings.
Questions:
Definition: Accuracy of answer (internal) vs breadth of question (external)
Tradeoffs:
Ecological validity vs external validity:
Takeaway: "A comparative evaluation yields more valuable and insightful results than a single-interface evaluation"
Causal relationship: "condition manipulated in the experiment caused the changes in the human responses that were observed and measured"
Finding a topic:
Müller, H., Sedley, A., & Ferrall-Nunge, E. (2014). Survey research in HCI. In J. Olson & W. Kellogg (Eds.) Ways of Knowing in HCI (pp. 229-266). New York: Springer.
Common biases: Satisficing - Respondents use suboptimal amount of effort.
- Respondents are more likely to satisfice when (Krosnick, 1991):
- Cognitive ability to answer is low.
- Motivation to answer is low.
- Question difficulty is high at one of the four stages, resulting in cognitive exertion.
- Avoid by:
- Keeping answers concise
- Avoid using same rating scale in series
- Avoid long surveys
- Explain importance of survey
- Avoid trap questions (e.g. "enter 5 in the following box")
Acquiescence Bias - Respondents want to please the surveyer.
- Avoid by:
1. Using agree/disagree, yes/no, true/false answers
2. Ask Qs about the underlying construct (?)
3. Use reverse-keyed constructs (asking same construct both positive and negative).
Social Desirability - respondents answer questions in a manner they feel will be positively perceived by others
- Avoid by allowing anonymous answers.
Response Orer Bias - tendency to select the items toward the beginning or the end of an answer or scale.
Question Order Bias - Each question in a survey has the potential to bias each subsequent question by priming respondents
Cognitive Pretesting - take the survey while using the think-aloud protocol (similar to a usability study).
Field Testing - Piloting the survey with a small subset of the sample
Monitoring Survey Paradata
Maximizing response rates: "Total Design Method":
One strategy to maximize the benefit of incentives is to offer a small non-contingent award to all invitees, followed by a larger contingent award to initial non-respondents (Lavrakas, 2011).
Cleaning:
Assessment:
Hypothesis testing - probability of a hypothesis being true when comparing groups (using t-test, ANOVA, Chi-square)
Inferential statistics can also be applied to identify connections among variables:
Analysing Open-ended Responses:
https://gatech.instructure.com/courses/340124/files/folder/Required%20Readings
Gulf of Evaluation reflects the amount of effort that the person must make to interpret the physical state of the device and to determine how well the expectations and intentions have been met
- Mitigate with feedback and good conceptual model.
7 stages of action:
The specific actions bridge the gap between what we would like to have done (our goals) and all possible physical actions to achieve those goals.
Overlearning: Skills where performance is effortless, done automatically with little or no awareness.
Subconscious and conscious systems of cognition (Table)
_"All three levels of processing work together to determine a person’s cognitive and emotional state. High-level reflective cognition can trigger lower-level emotions. Lower-level emotions can trigger higher-level reflective cognition." (Norman, p.55)
"Emotional Design" - design that uses all three.
Definition: Situation where people experience repeated failure at a task. Thus, they decide the task can't be done and stop trying.
"When we collaborate with machines, it is people who must do all the accommodation. Why shouldn’t the machine be more friendly?"
"Many machines are programmed to be very fussy about the form of input they require, where the fussiness is not a requirement of the machine but due to the lack of consideration for people in the design of the software."
"Designers should strive to minimize the chance of inappropriate actions in the first place by using affordances, signifiers, good mapping, and constraints to guide the actions ... When people understand what has happened, what state the system is in, and what the most appropriate set of actions is, they can perform their activities more effectively."
Seven stages of action
Seven fundamental principles of design
https://gatech.instructure.com/courses/340124/files/folder/Required%20Readings
What: Descriptive model of a human, different types of human actions in timneframes within which the actions occur.
Model's four bands:
Vision
Hearing
Components:
Touch
Sensors: skin, muscles, bones, joints, and organs
Smell and taste
What: Motor control to affect the environment.
(This chapter keeps going and going...)
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.122.4927&rep=rep1&type=pdf
Faste, H., Rachmel, N., Essary, R., & Sheehan, E. (2013, April). Brainstorm, Chainstorm, Cheatstorm, Tweetstorm: new ideation strategies for distributed HCI design. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 1343-1352). ACM.
http://henrybacondesign.com/wp-content/uploads/2017/02/Brainstorm_Chainstorm_Cheatstorm_Tweetst.pdf
Yang, M. C. (2009). Observations on concept generation and sketching in engineering design. Research in Engineering Design, 20(1), 1-11.
https://pdfs.semanticscholar.org/dc8f/c7d181f4994dc7044ecb3e9e9454b765886f.pdf
Rogers, Y., Sharp, H., & Preece, J. (2011). Chapter 6: The Process of Interaction Design. In Interaction Design: Beyond Human-Computer Interaction. John Wiley & Sons.
http://www.wiley.com/legacy/wileychi/interactiondesign/pdf/ID_ch6.pdf
Software engineering lifecycle models:
UAE Diagram
MacKenzie, I.S. (2013). Section 3.4: Mental Models & Metaphor. Human-Computer Interaction: An Empirical Research Perspective. (pp. 88-92). Waltham, MA: Elsevier. https://gatech.instructure.com/courses/340124/files/folder/Required%20Readings
Takeaways:
MacKenzie, I.S. (2013). Section 3.8: Interaction errors. Human-Computer Interaction: An Empirical Research Perspective. (pp. 111-116). Waltham, MA: Elsevier. https://gatech.instructure.com/courses/340124/files/folder/Required%20Readings
Takeaways:
Norman, D. (2013). Chapter 5: Human Error? No, Bad Design. In The Design of Everyday Things: Revised and Expanded Edition. (pp. 162-216). Arizona: Basic Books. https://gatech.instructure.com/courses/340124/files/folder/Required%20Readings
Takeaways:
Mander, R., Salomon, G., & Wong, Y. Y. (1992, June). A “pile” metaphor for supporting casual organization of information. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 627-634). ACM. http://www.cs.columbia.edu/~feiner/courses/csw4170/resources/p627-mander.pdf
Houde, S., & Hill, C. (1997). What do prototypes prototype? In M. Helandar, T.K. Landaeur, & P. Prabhu (Eds). Handbook of Human-Computer Interaction, 2. (pp. 367-381). Elsevier Science. http://www.itu.dk/people/malmborg/Interaktionsdesign/Kompendie/Houde-Hill-1997.pdf
"The goal of this chapter is to establish a model that describes any prototype in terms of the artifact being designed, rather than the prototype's incidental attrib- utes."
"By focusing on the purpose of the prototype--that is, on what it prototypes--we can make better decisions about the kinds of prototypes to build."
What prototypes prototype:
Integration prototypes - represent the "complete user experience" of an artifact.
Beaudouin-Lafon, M., & Mackay, W. (2003). Prototyping tools and techniques. Human Computer Interaction-Development Process. (pp. 101-142). https://www.lri.fr/~mackay/pdffiles/Prototype.chapter.pdf
Fender, A. R. & Holz, C. (2022). Causality-preserving Asynchronous Reality. In Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems. https://programs.sigchi.org/chi/2022/index/content/68789
Takeaways:
Kim, J., Choi, Y., Xia, M., & Kim, J. (2022). Mobile-Friendly Content Design for MOOCs: Challenges, Requirements, and Design Opportunities. In Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems. https://programs.sigchi.org/chi/2022/index/content/68914
Abstract:
Most video-based learning content is designed for desktops without considering mobile environments.
We (1) investigate the gap between mobile learners’ challenges and video engineers’ considerations using mixed methods and (2) provide design guidelines for creating mobile-friendly MOOC videos.
To uncover learners’ challenges, we conducted a survey (n=134) and interviews (n=21), and evaluated the mobile adequacy of current MOOCs by analyzing 41,722 video frames from 101 video lectures.
Interview results revealed low readability and situationally-induced impairments as major challenges. The content analysis showed a low guideline compliance rate for key design factors.
We then interviewed 11 video production engineers to investigate design factors they mainly consider. The engineers mainly focus on the size and amount of content while lacking consideration for color, complex images, and situationally-induced impairments.
Finally, we present and validate guidelines for designing mobile-friendly MOOCs, such as providing adaptive and customizable visual design and context-aware accessibility support.